types_of_study_design. prospective, cohortppt

study design

1. Different types of
clinical evidence
and study design
Dr Trish Groves
Deputy editor,
BMJ

2. The research question

3. What is a research question?
The researcher asks a very specific question and tests
a specific hypothesis. Broad questions are usually
broken into smaller, testable hypotheses or
questions.
Often called an objective or aim, though calling it a
question tends to help with focusing the hypothesis
and thinking about how to find an answer

4. What makes a poor research question?
a question that matters to nobody, even you
hoping one emerges from routine clinical records
•the records will be biased and confounded
•they’ll lack information you need to answer your question
reliably, because they were collected for another reason
fishing expedition/data dredging –gathering new data
and hoping a question will emerge

5. What makes a good question?
Feasible (answerable with a robust method)
Interesting
Novel
Ethical
Relevant
FINER criteria

6. Real research questions
Is five days’ treatment with
injectable ampicillin plus gentamicin
more effective than
chloramphenicol in children under 5
with very severe pneumonia in low
resource settings?
What is the prevalence of HIV
infection in India, and how many
premature deaths does it cause?

7. How to focus your question
brief literature search for previous evidence
discuss with colleagues
narrow down the question –time, place, group
what answer do you expect to find?

8. Turning a research question into a proposal
who am I collecting information from?
what kinds of information do I need?
how much information will I need? *
how will I use the information?
how will I minimise chance/bias/confounding?
how will I collect the information ethically?
* sample size –ask a statistician for help
http://www.bmj.com/collections/statsbk/13.dtl

9. Minimising bias and confounding
Chance -measurements are nearly always subject to random
variation. Minimise error by ensuring adequate sample size and
using statistical analysis of the play of chance
Bias -caused by systematicvariation/error in selecting patients,
measuring outcomes, analysing data –take extra care
Confounding-factors that affect the interpretation of outcomes
eg people who carry matches are more likely to develop lung
cancer, but smoking is the confounding factor –so measure likely
confounders too

10. Ethical issues –the wider aspects
what information to give before seeking consent?
deviation from normal clinical practice?
what full burden will be imposed on participants?
what risks will participants/others be exposed to?
what benefit might participants or others receive?
how might society/future patients benefit in time?
might publication reveal patients’ identities?

11. Exactly what are you planning to do?
PICO
P-who are the patients or what’s the problem?
I-what is the intervention or exposure?
C–what is the comparison group?
O-what is the outcome or endpoint?

12. More on PICO
Patients
•disease or condition
•stage, severity
•demographic characteristics (age, gender, etc.)
Intervention
•type of intervention or exposure
•dose, duration, timing, route, etc.
Comparison
•risk or treatment
•placebo or other active treatment
Outcome
•frequency, risk, benefit, harm
•dichotomous or continuous
•type: mortality, morbidity, quality of life, etc.

13. Study designs
Population (P) Outcomes (O)
Interventions (I) or Exposures (E)
Centre for Evidence Based Medicine, Oxford, UK www.cebm.net

14. Are you going to observe or experiment?
observational –cross sectional, case series, case-control studies,
cohort studies
•identify participants
•observe and record characteristics
•look for associations
experimental –before and after studies, comparative trials
(controlled or head to head), randomised trials (ditto)
•identify participants
•place in common context
•intervene
•observe/evaluate effects of intervention

15. Pros and cons of the RCT
An experimental comparison study where participants are allocated to
treatment/intervention or control/placebo groups using a random
mechanism. Best for studying the effect of an intervention.
Advantages:
•unbiased distribution of confounders
•blinding more likely
•randomisation facilitates statistical analysis
Disadvantages:
•expensive: time and money
•volunteer bias
•ethically problematic at times

16. Pros and cons of crossover trial
A controlled trial where each participant has both therapies
e.g is randomised to treatment A first then starts treatment B.
Advantages:
•all participants serve as own controls and error variance is reduced,
thus reducing sample size needed
•all participants receive treatment (at least some of the time)
•statistical tests assuming randomisation can be used
•blinding can be maintained
Disadvantages:
•all participants receive placebo or alternative treatment at some point
•washout period lengthy or unknown
•cannot be used for treatments with permanent effects

17. Pros and cons of cohort study
Data obtained from groups who have already been exposed, or not
exposed, to the factor of interest. No allocation of exposure is made by the
researcher. Best for studying effects of risk factors on an outcome.
Advantages:
•ethically safe
•participants can be matched
•can establish timing and directionality of events
•eligibility criteria and outcome assessments can be standardised
Disadvantages:
•controls may be difficult to identify
•exposure may be linked to a hidden confounder
•blinding is difficult
•for rare disease, large sample sizes or long follow-up necessary

18. Cohort study
Chronic kidney disease and risk
of major cardiovascular disease
and non-vascular mortality:
Prospective population based
cohort study.
Di Angelantonio E, et al.
BMJ 341:doi:10.1136/bmj.c4986

19. Pros and cons of case-control study
Patients with a certain outcome or disease and an appropriate group of
controls, without the outcome or disease, are selected (usually with some
matching) then information is obtained on whether the subjects have been
exposed to the factor under investigation.
Advantages:
•quick and cheap as fewer people needed than cross-sectional studies
•only feasible method for very rare disorders or those with long lag
between exposure and outcome
Disadvantages:
•reliance on recall or records to determine exposure status
•confounders
•selection of control groups is difficult
•potential bias: recall, selection

20. Case-control study
Effectiveness of rotavirus
vaccination against childhood
diarrhoea in El Salvador:
case-control study.
de Palma O et al.
BMJ 340:doi:10.1136/bmj.c2825

21. Pros and cons of cross sectional study
Examines the relationship between 1) diseases/other health
related characteristics and 2) other variables of interest as they exist in a
defined population at one time. Exposure and outcomes both measured at
the same time. Quantifies prevalence, risk, or diagnostic test accuracy
Advantages:
•cheap and simple
•ethically safe
Disadvantages:
•establishes association at most, not causality
•recall bias, social desirability bias
•researcher’s (Neyman) bias
•group sizes may be unequal
•confounders may be unequally distributed

22. Cross sectional study
Sociodemographic patterning of
non-communicable disease risk
factors in rural India: a cross
sectional study.
Kinra S et al.
BMJ 341:doi:10.1136/bmj.c4974

23. Reporting statements
CONSORT for randomised controlled trials
STARD for diagnostic accuracy studies
STROBE for observational studies
PRISMA for systematic reviews of trials
MOOSE for meta-analyses of observational studies
EQUATOR network
equator-network.org/resource-centre/library-of-health-research reporting/

24. CONSORT 2010
CONsolidated Standards of Reporting Trials

25. CONSORT 2010 cont.

28. Thanks
[email protected]